The growing incidence of mental health problems and offending in adolescents suggests that preventive work with parents remains a critical area. This suggestion has been confirmed by longitudinal research that shows, for example, that children whose mothers are stressed in pregnancy are in danger of developing hyperactivity. In Helping Families with Troubled Children, Carole Sutton stresses the importance of working with families before difficult behaviour becomes entrenched and resistant to intervention. This preventive work should take place from pregnancy onwards. Drawing on social learning…mehr
The growing incidence of mental health problems and offending in adolescents suggests that preventive work with parents remains a critical area. This suggestion has been confirmed by longitudinal research that shows, for example, that children whose mothers are stressed in pregnancy are in danger of developing hyperactivity. In Helping Families with Troubled Children, Carole Sutton stresses the importance of working with families before difficult behaviour becomes entrenched and resistant to intervention. This preventive work should take place from pregnancy onwards. Drawing on social learning theory and cognitive behavioural principles, Sutton provides a structured approach to intervention (ASPIRE - Assessment, Planning, Implementation, Review and Evaluation). This approach will guide practitioners to work supportively with parents. This second edition has been updated with the latest research findings in a number of areas of children's difficulties. There are specific chapters on sleep problems, anxiety and depression, eating problems, wetting and soiling, serious behaviour problems and ADHD.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Carole Sutton is Associate Director of the Unit for Parenting Studies at De Montfort University. She originally worked as a social worker in the fields of health, mental health and children and families, where her experiences as a practitioner and as a parent led to an interest in preventive work to support young families. She studied for a degree in psychology and then for a doctorate in parent education, working with Professor Martin Herbert. She is a chartered psychologist. This book has grown out of her subsequent experiences of teaching and training professional workers, health visitors, social workers in field and residential settings, psychologists, family therapists, teachers and doctors and supporting parents in helping their troubled children.
Inhaltsangabe
Tables and Figures xiii About the Author xvii Acknowledgements xviii Introduction 1 . . . So the grounds for concern are still serious 1 The beginnings of a focus upon prevention 1 Some common themes emerging from the research 3 Dissemination of the necessary skills 7 Part I SOME GENERAL PRINCIPLES FOR HELPING FAMILIES 9 1 Research Concerning Troubled Children 11 The needs of children 11 The nature of children's difficulties 11 Origins of children's difficulties: risk and protective factors 13 The effectiveness of interventions to help children 27 2 Social Learning/Cognitive-behavioural Theory 33 Ways of thinking about human beings 33 A range of perspectives on human beings 36 Exploring principles of cognitive-behavioural theory 45 Making use of principles of cognitive-behavioural theory 54 Summary of some key principles of cognitive-behavioural theory 67 3 Engaging and Supporting Parents and Families 68 Children within a statutory and organisational context 68 How can we best support families? 69 Developing awareness of cultural issues 74 Developing a positive focus 77 Practice issues: the importance of structure 79 Interagency work 81 Methods of giving help: evidence from research 82 4 ASPIRE -- Assessment 84 ASPIRE: a process for practice 84 What is assessment? 85 The steps of assessment - and beyond 90 5 ASPIRE: Planning, Implementation, Review and Evaluation 105 The stage of planning - with parents or caregivers 105 Implementing the plan 119 Reviewing and evaluating the plan 123 Part II HELPING FAMILIES WITH SPECIFIC DIFFICULTIES 129 6 Helping Families with Children Who are Anxious or Depressed 131 Definition of emotional disorders 131 Prevalence of emotional difficulties in children 131 Research into children and anxiety 133 Helping families with anxious children 136 Research into children and depression 148 Helping families with depressed children 151 7 Helping Families with Children's Sleeping Problems 158 Definition of sleeping disorder 158 The prevalence of sleeping/waking difficulties 159 Research into the origins of bedtime and waking problems 161 Research into the management of bedtime and sleep problems 166 Helping families whose children have bedtime/waking problems 170 8 Helping Families with Children with Eating Problems 180 Problems of definition 180 Prevalence of eating/feeding problems 181 Research into the origins of feeding/eating problems 182 Research into the management of eating difficulties 185 Helping families with children with eating difficulties 189 9 Helping Families with Children with Serious Behaviour Problems 198 Difficulties of arriving at definitions 198 Prevalence of and continuities in conduct disorders 199 Research into the origins of conduct disorders 202 Research into intervention in conduct disorders 206 Helping parents with children with serious behaviour problems 209 10 Helping Families with Children with Attention Deficit Hyperactivity Disorder 224 Difficulties of arriving at definitions and diagnoses 224 Prevalence of ADHD 226 Research into ADHD 227 Research concerning the management of ADHD 228 Research focusing upon organisational strategies 231 Helping parents with children with features of ADHD 232 11 Helping Families whose Children Wet or Soil 244 Enuresis/bed wetting: definition and prevalence 244 Research concerning the origins of bed wetting 244 Research concerning the management of bed wetting 247 Help for families with children who wet the bed 247 Encopresis/soiling 254 Research into the origins of soiling 255 Research into the management of soiling 256 Help for families with children who soil 256 12 Parent Education and Training: Values and Research 263 The value base of the work: ethical issues 263 Support for families in a multicultural society 265 The content and process of effective programmes of parent training 266 Content and characteristics of effective parent education programmes 266 The process and practicalities of parent training 268 Devising agreements to support practice 270 Maintaining the improvement 275 Concluding remarks 276 Appendix 1 Form for assessment of child behaviour difficulty 277 Appendix 2 Form for recording 'life events' for the family and child 282 Appendix 3 Form for obtaining ratings on the life events scale 283 Appendix 4 Form for compiling summary of information relevant to assessment 285 Appendix 5 Form for noting A-B-C sequences 286 Appendix 6 Form for charting behaviours 287 Appendix 7 Form for eight-week charting of positive and negative behaviours 288 Appendix 8 Form for planning with parents 290 Appendix 9 Parenting positively: some notes for parents 291 Appendix 10 Weekly sleep chart 292 Appendix 11 Guidelines for good practice of behavioural and cognitive psychotherapy 293 Appendix 12 Form for framing an agreement between a worker and a client 298 Appendix 13 Form for framing an agreement in one-to-one or family work 299 References 301 Index 315
Tables and Figures xiii About the Author xvii Acknowledgements xviii Introduction 1 . . . So the grounds for concern are still serious 1 The beginnings of a focus upon prevention 1 Some common themes emerging from the research 3 Dissemination of the necessary skills 7 Part I SOME GENERAL PRINCIPLES FOR HELPING FAMILIES 9 1 Research Concerning Troubled Children 11 The needs of children 11 The nature of children's difficulties 11 Origins of children's difficulties: risk and protective factors 13 The effectiveness of interventions to help children 27 2 Social Learning/Cognitive-behavioural Theory 33 Ways of thinking about human beings 33 A range of perspectives on human beings 36 Exploring principles of cognitive-behavioural theory 45 Making use of principles of cognitive-behavioural theory 54 Summary of some key principles of cognitive-behavioural theory 67 3 Engaging and Supporting Parents and Families 68 Children within a statutory and organisational context 68 How can we best support families? 69 Developing awareness of cultural issues 74 Developing a positive focus 77 Practice issues: the importance of structure 79 Interagency work 81 Methods of giving help: evidence from research 82 4 ASPIRE -- Assessment 84 ASPIRE: a process for practice 84 What is assessment? 85 The steps of assessment - and beyond 90 5 ASPIRE: Planning, Implementation, Review and Evaluation 105 The stage of planning - with parents or caregivers 105 Implementing the plan 119 Reviewing and evaluating the plan 123 Part II HELPING FAMILIES WITH SPECIFIC DIFFICULTIES 129 6 Helping Families with Children Who are Anxious or Depressed 131 Definition of emotional disorders 131 Prevalence of emotional difficulties in children 131 Research into children and anxiety 133 Helping families with anxious children 136 Research into children and depression 148 Helping families with depressed children 151 7 Helping Families with Children's Sleeping Problems 158 Definition of sleeping disorder 158 The prevalence of sleeping/waking difficulties 159 Research into the origins of bedtime and waking problems 161 Research into the management of bedtime and sleep problems 166 Helping families whose children have bedtime/waking problems 170 8 Helping Families with Children with Eating Problems 180 Problems of definition 180 Prevalence of eating/feeding problems 181 Research into the origins of feeding/eating problems 182 Research into the management of eating difficulties 185 Helping families with children with eating difficulties 189 9 Helping Families with Children with Serious Behaviour Problems 198 Difficulties of arriving at definitions 198 Prevalence of and continuities in conduct disorders 199 Research into the origins of conduct disorders 202 Research into intervention in conduct disorders 206 Helping parents with children with serious behaviour problems 209 10 Helping Families with Children with Attention Deficit Hyperactivity Disorder 224 Difficulties of arriving at definitions and diagnoses 224 Prevalence of ADHD 226 Research into ADHD 227 Research concerning the management of ADHD 228 Research focusing upon organisational strategies 231 Helping parents with children with features of ADHD 232 11 Helping Families whose Children Wet or Soil 244 Enuresis/bed wetting: definition and prevalence 244 Research concerning the origins of bed wetting 244 Research concerning the management of bed wetting 247 Help for families with children who wet the bed 247 Encopresis/soiling 254 Research into the origins of soiling 255 Research into the management of soiling 256 Help for families with children who soil 256 12 Parent Education and Training: Values and Research 263 The value base of the work: ethical issues 263 Support for families in a multicultural society 265 The content and process of effective programmes of parent training 266 Content and characteristics of effective parent education programmes 266 The process and practicalities of parent training 268 Devising agreements to support practice 270 Maintaining the improvement 275 Concluding remarks 276 Appendix 1 Form for assessment of child behaviour difficulty 277 Appendix 2 Form for recording 'life events' for the family and child 282 Appendix 3 Form for obtaining ratings on the life events scale 283 Appendix 4 Form for compiling summary of information relevant to assessment 285 Appendix 5 Form for noting A-B-C sequences 286 Appendix 6 Form for charting behaviours 287 Appendix 7 Form for eight-week charting of positive and negative behaviours 288 Appendix 8 Form for planning with parents 290 Appendix 9 Parenting positively: some notes for parents 291 Appendix 10 Weekly sleep chart 292 Appendix 11 Guidelines for good practice of behavioural and cognitive psychotherapy 293 Appendix 12 Form for framing an agreement between a worker and a client 298 Appendix 13 Form for framing an agreement in one-to-one or family work 299 References 301 Index 315
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